Abstract
Abstract
Background
Sexual harassment is a widespread problem with serious consequences for individuals and societies. It is likely that sexual harassment among peers has its main onset during the transition from late childhood to early adolescence, when young people enter puberty. However, there is a lack of systematic research on sexual harassment during this developmental period. Thus, there is very little information about the prevalence of sexual harassment during this important transition, its consequences, and how to effectively intervene against and prevent the problem. The primary objective of the described project, entitled Peer Relations In School from an Ecological perspective (PRISE), is to examine sexual harassment and its developmental correlates during the transition from late childhood to early adolescence.
Methods
The PRISE study has a longitudinal design over 3 years, in which a cohort of children (N = 1000) and their main teachers (N = 40) fill out questionnaires in grades 4, 5, and 6. The questionnaires assess aspects of peer sexual harassment and potential correlates including biological (e.g., pubertal development), psychosocial (e.g., self-assertiveness, self-image, peer relations), and contextual (e.g., classroom climate, norms) factors. In addition, we will examine school readiness and policies in relation to sexual harassment and collect register data to assess the number of reports of sexual harassment from the participating schools.
Discussion
The PRISE study will enable the researchers to answer fundamental, unresolved questions about the development of sexual harassment and thus advance the very limited understanding of sexual harassment during the transition from childhood to adolescence - a central period for physical, sexual, and social development. Due to the sensitive nature of the main research concepts, and the age of the participants, the ethical aspects of the research need particular attention. Ultimately, the hope is that the PRISE study will help researchers, policy makers, and practitioners develop, and implement, knowledge that may help in combating a major, current societal challenge and adverse aspect of young people’s developmental ecologies.
Funder
Swedish Research Council for Health, Working Life, and Welfare
Publisher
Springer Science and Business Media LLC
Subject
General Psychology,General Medicine
Reference63 articles.
1. O’Donohue W, Downs K, Yeater EA. Sexual harassment: a review of the literature. Aggress Violent Beh. 1998;3(2):111–28.
2. McMaster L, Connolly J, Pepler DJ, Craig WM. Peer to peer sexual harassment among early adolescents. Dev Psychopathol. 2002;14:91–105.
3. Miller EM. Peer sexual harassment in middle school: classroom and individual factors. Doct diss: Columbia University; 2013.
4. American Association of University Women Educational Foundation. Hostile hallways: bullying, teasing, and sexual harassment in school. Washington, DC: AAUW Educational Foundation; 2001.
5. Hill C, Kearl H. Crossing the line: sexual harassment at school. Washington, DC: American Association of University Women; 2011.
Cited by
7 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献